Bahan Kursus Bengkel Kerjaya SISC+ di Tower Regency Hotel and Apartments. I do not own this.

1. Classroom Setting in 21st century

2. Design principles for 21st century
classroom
Design for multiple rhythms in the same classroom
Allow everyone to be seen and heard
Take advantage of new media
Support the dynamic presentation of information
Design for mentoring and apprenticeship
Design for temporary ownership of space

3. School improvement framework

4. Primordial learning metaphors
•Places to learn
from yourself
•Where you bring
it all together
and apply it as in
the real world
•Learning from
peers
•A way to learn
from experts or
storytellers
Campfire
Watering
hole
CaveLife

5. 21st century classroom expected to
deliver
• In order to be confident learners, it is expected they be
“motivated, resourceful, enterprising and entrepreneurial”
• To be connected our learners must be “effective users of
communication tools, members of communities, connected to
land and environment, international citizens”
• Actively involved students are described as “participant in a
wide range of life contexts, contributors to – social, cultural,
economic and environmental”
• And lifelong learners are described as “ literate and
numerate, critical and creative thinkers, active seekers, users
and creators of knowledge” as well as being “informed
decision makers”

6. Cave spaces
Campfire
Watering hole

7. campfire

8. Watering hole

9. Cave spaces

10. EXAMPLES OF CLASSROOM
SETTING

11. 20th century classroom examples

14. 21st century classroom examples

28. • Classroom work today means studying
individually and in groups, with both analog
and digital tools.
• One classroom with multiple settings. Help to
improved concentration, focus and move to
different activities.

29. THE DIFFERENCES
20TH CENTURY 21ST CENTURY
Classroom presentation and materials are typically
developed in advance outside of class with
teachers as primary developers
Classroom presentations and materials are
developed dynamically both inside and outside of
class with students as co-developers or as primary
developers
Classroom activity often focuses on the teacher as
presenter and the students as audience
Classroom activity focuses on students as
participants and agents and the teacher as guide
or mentor
Classroom activity emphasizes exposition:
displaying, organizing, summarizing and explaining
information
classroom activity emphasizes discovery and
application: finding, assessing, synthesizing and
utilizing information
The classroom is the primary site of access to
course content, and access is often “linear-
students cannot typically return to previous class
presentations
Access to course content is augmented by
electronic sources and media, and access is often
recursive or “on-demand”, allowing students to
return to content when and as often as they’d like
Students and teachers have access to one another
primarily in the classroom
In addition to classroom access, students and
teachers have access to one another via virtual
means: online discussions, email, chat, social
networking, etc
Discrete disciplinary boundaries are often
established and preserved
Interdisciplinary connections are encouraged
disciplinary boundaries are seen as porous or even
arbitrary.

30. Learning modalities that school
should provide:-
• Independent study
• Peer tutoring
• Team collaborative work in small and mid-size groups (2-6 students)
• One-on-one learning with the teacher
• Lecture format with teacher or outside expert at centre stage
• Project based learning
• Technology-based learning with mobile computers
• Distance learning
• Research via the internet with wireless networking
• Student presentations
• Performance and music-based learning
• Seminar style instruction
• Community service learning
• Naturalist learning
• Social-emotional learning
• Art based learning
• Story-telling (floor seating)
• Hands on learning – learning by building

32. 21st Century Skills

34. 21st Century
Skills CURIOSITY AND IMMAGINATION
CRITICAL THINKING AND
PROBLEM SOLVING
Ability to
communicate clearly,
articulate thoughts
and ideas effectively in
variety of forms and
context of
communication and
use it for range
purpose while listen
effectively to decipher
meaning
Curiosity fuels lifelong learning as it
contributes to the quality of life
where they do research to find
information needed to solve the
problem and together think and
work with others creatively
Ability to reasoning
effectively, make judgments
and decisions also solving
different problems

35. INITIATIVE AND ENTREPRENEURALISM
Using entrepreneurial skills to enhance workplace
productivity also able to utilize time and manage
workload efficiently without depending on others.
COLLABORATION ACROSS NETWORKS
Able to cooperates with others in diverse
population, sharing responsibility and making
compromises while working toward a common
goal
AGILITY AND ADAPTIBILITY
Adapt to change varies roles, job responsibilities and
understand, negotiate and balance diverse view and
beliefs

36. GRIT

37. RESILIENCE

38. HOPE AND OPTIMISM

39. EMPATHY AND GLOBAL
STEWARDSHIP

40. VISION FOR THE
FUTURE

41. SELF-REGULATION

44. EDUCATORS
NEED TO
KNOW AND DO
Successfully aligning
technologies with content and
pedagogy and developing the
ability to creatively use
technologies to meet specific
learning needs
Aligning instructions with
standards, particularly those
standards that embody 21st
century knowledge and skills
Balancing direct instruction
strategically with project-
oriented teaching methods
Using a range of assessment
strategies to evaluate student
performance and differentiate
instruction (including but not
limited to formative, portfolio-
based, curriculum-embedded
and summative)

45. Participating actively in learning
communities; tapping the expertise
within a school or school district through
coaching, mentoring, knowledge-sharing
and team teaching
Acting as mentors and peer coaches
with fellow educators
Using a range of strategies (such as
formative assessments) to reach diverse
students and to create environments that
support differentiated teaching and
learning
Pursuing continuous learning
opportunities and embracing career-long
learning as a professional ethic